Curriculum Overview Year: 2

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Enquiry Title Is anybody out there?

What makes our world great?

How can we entertain you?

Geography

Knowledge Mapwork/Coordinates- link to castles UK and Europe, Physical geography, Map work

Name and locate the world’s continents and oceans.

Use compass directions (north, south, east and west) and locational

language (e.g. near and far) to describe the location of features and

routes on a map.

Skills Devise a simple map; and use and construct basic symbols in a key.

Use simple grid references (A1, B1).

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied Use aerial images and plan perspectives to recognise landmarks and

basic physical features.

Understand geographical similarities and differences through studying

the human and physical geography of a small area of the United

Kingdom and of a contrasting non-European country.

Identify the key features of a location in order to say whether it is a

city, town, and village, coastal or rural area.

To identify seasonal and daily weather patterns in the United Kingdom

and the location of hot and cold areas of the world in relation to the

Equator and the North and South Poles. (science link)

To refer to key physical features, including: beach, coast, forest, hill,

mountain, ocean, river, soil, valley, vegetation and weather

Vocabulary Grid, compass, direction, north, south, east, west, Aerial, location, atlas, globe, map, continents, United Kingdom, Europe, Africa, Asia, North America, South America, Australia, Antarctica, rural, city, village, town, oceans Word mat: ..\..\..\Geography\word mats\T-G-110-What-a-Wonderful-World-Word-Mat KS1.pdf ..\..\..\Geography\word mats\Physical-Geography-Word-Mat Ks1.pdf

History

Knowledge • Investigate space travel.

• Learn about Neil Armstrong-who is he? What did he do? Where did he live? How did he impact on our future? What can we learn from him?

• Learn about Tim Peak and his trip to space.

• Find out about the plague-what was it? What did it do? What impact did it have on the lives of the people of the past?

• Find out about the Great Fire of London and how this would fit on a timeline of events including how it was discovered, how it spread and why.

• Learn about buildings of the past including castles

• Find out about different Kings and Queens of the past.

Black History- Mae. C. Jemison

• Learn about who Jemison was (first African American woman to enter the space programme) and why she is

important and influential to black history.

• Learn about train transport and why they were and still are important.

• How did trains change our town? Local history focus linked with GWR.

• Find out about what made and makes trains move and compare the past to the present.

• Look at different places around our country that trains would have stopped at and compare what these would have been like in the past, including beaches, villages and cities.

• Look at the history of the circus- when was the first circus? Who was the first person to set up a circus? Who was the first person to not use animals in their circus?

Skills • I can use historical evidence to ask questions about the past.

• I can use historical evidence to find answers to questions about the past.

• I can use a variety of sources to find out about the past including artefacts, pictures, stories, eye-witness accounts, visits to museums and online sources.

• I can explain different ways that we can find out about the past.

• I can find out about important people from the past and I can explain why they are important.

• I can recognise that there are reasons why people in the past acted as they did.

• I can sequence artefacts, events and photographs from different periods of time.

• I can use and label timelines using words or phrases such as: past, present, older and newer.

• I can explain when in history different events have taken place.

• I can use historical words and phrases such as: a long time ago, when my parents/carers were children, years, decades and centuries to describe the past.

• I can understand what nation means

• I can explain key events from a specific nation’s history.

• I can use historical evidence to ask questions about the past

• I can use historical evidence to find answers to questions about the past.

• I can use a variety of sources to find out about the past including artefacts, pictures, stories, eye-witness accounts, visits to museums and online sources.

• I can explain different ways that we can find out about the past.

• I can study an area of local history.

• I can use and label timelines using words or phrases such as: past, present, older and newer.

• I can explain when in history different events have taken place.

• I can use historical words and phrases such as: a long time ago, when my parents/carers were children, years, decades and centuries to describe the past.

• I can talk about history with my friends.

• I can write about people and events from the past.

• I can use ICT to show what I know about the past.

• I can use historical evidence to ask questions about the past

• I can use historical evidence to find answers to questions about the past.

• I can use a variety of sources to find out about the past including artefacts, pictures, stories, eye-witness accounts, visits to museums and online sources.

• I can find out about important people from the past and I can explain why they are important.

• I can recognise that there are reasons why people in the past acted as they did.

• I can use and label timelines using words or phrases such as: past, present, older and newer.

• I can explain when in history different events have taken place.

• I can use historical words and phrases such as: a long time ago, when my parents/carers were children, years, decades and centuries to describe the past.

• I can talk about history with my friends.

• I can write about people and events from the past.

• I can use ICT to show what I know about the past.

• I can understand what the following terms mean: civilisation, monarchy, parliament, democracy and war and peace.

• I can talk about history with my friends.

• I can write about people and events from the past.

• I can use ICT to show what I know about the past.

Vocabulary Plague, castles, Kings, Queens, past, present, older, newer. A long time ago, timeline, sequence. event

Train, transport, past, present, compare, a long time ago, events, local past, present, a long time ago, compare

Science

Knowledge Uses of everyday materials

• Identify and compare

the suitability of a

variety of everyday

materials, for

particular uses.

• Find out how the

shapes of solid objects

made from some

materials can by

changed by squashing,

bending, twisting and

stretching.

Animals including human

Term 2 and Term 3

• Can notice that animals,

including humans, have

offspring which grow

into adults

• Research and describe

the basic needs of

animals, including

humans, for survival

• Describe the

importance for humans

of exercise, eating the

right amounts of

different types of

food, and hygiene.

• Describe how animals

obtain their food from

plants and other

animals, using a simple

food chain

•

Plants Term 4

• Suitable temperature to grow and stay healthy.

• Observe and describe how seeds and bulbs grow into

mature plants.

• Investigate how plants need water, oxygen and warmth

(WOW)

Living things and their habitats

• Explore and compare the differences between

things that are living, dead, and things that have

never been alive

• Identify that most living things live in habitats to

which they are suited

• How animals and their habitats depend on each other

• Identify and name a variety of plants and animals in

their habitats

Skills • Observations over

time, what material is

most suitable for a

particular use.

• Use observations to

answer questions

linked to above – Why

• Ask simple questions

about animals basic

needs

• Identify and classify

animals based on

offspring, lay an egg,

give birth

• Perform simple test – what would happen if you

changed the temperature?

• Gather and record data

• Use observations to answer questions link to the

observing of the seed/ bulb growing. Simple bar graph

to compare different growing places.

• Identify and classify using secondary sources –

use books and video to explore and compare

different habitats and what animals live there

and why?

• Asking and answering simple questions linked to

animals and their dependency of the habitat

is that material

better than that one

for … use

• Perform simple tests –

what happens if …?

• Gather and record

data. Show results in

a table

• Communicate their

ideas, what they do

and what they find

out in a variety of

ways.

• Use observations to

answer questions,

what happens when

humans exercise?

What happens when

humans over or under

eat? What happens

when humans and not

hygienic?

• Noticing patterns,

creating more than

one simple food chain

including plants and

comparing them

• Communicate their

ideas, what they do

and what they find

out in a variety of

ways.

• Communicate their ideas, what they do and what they

find out in a variety of ways. Create their own

experiment linked to temperature, where do they want

to put the plant to change the temperature.

• Communicate their ideas, what they do and what

they find out in a variety of ways. Investigate a

particular habitat as a study, identify plants and

animals that live in that habitat

Vocabulary squashy, absorbent, opaque,

brittle, rigid, transparent,

rough, soft, bendy,

waterproof,

Survival, offspring, hygiene,

nutrition, reproduction

Deciduous, evergreen, branches, trunk, root, leaf, blossom,

bulb, seed, bud, flower, stem, water, light, temperature,

germination, reproduction

Habitats, micro-habitats, food chain, shelter, conditions

Art

Knowledge Drawing

• Focus: Van Gough

• Observing differences in human facial features

• Position, size, shape and colour of human facial features

• Using a light source to show colour, light and tone in drawings of faces

Painting

• Focus: Claude Monet

• Mix powder paints

• Mix secondary colours including brown

• Understand how colours compliment using a colour wheel

• Understand light and dark shades

• Name different types of paint

• Use different grades of paint brush

Printing

• Focus: William Morris

• Evaluate effectiveness of different printing materials

• Design wallpaper using repeated patterns

CLAY

• Focus: Ellen Dewitt/ Chris Ryniak

• Joining clay using a slip

• Selecting tools for different purposes

• Moulding clay

• Storing clay

Textiles

• Focus: African textiles

• What is Kente cloth?

• How to plait

• Identifying natural and man-made materials

• Weaving

3D form

• Focus: Louise Nevelson

• Describe properties of 3D shapes

• Observe and recreate

• Aesthetics

Skills • Draw lines of different sizes and thickness using different medias

• Show lightest to darkest shades of primary colours

• Make rubbings

• Create cardboard tiles

• Research and collage • Create a 3 strand plait • Shape, form, construct and model salt dough to match the shape of fruit

• Use coloured pencils to show colour, light and tone

• Show pattern and texture using different marks

• Observe and draw shapes looking at faces

• Design, make, evaluate

• Select the most suitable grade of paintbrush

• Show complimentary colours using a colour wheel

• Mix powder paints

• Mix and match colours

• Design, make, evaluate

• Print clearly with sharp edges

• Select the most appropriate materials for printing

• Use press printing to create a repeating pattern

• Design, make, evaluate

• Shape, form and model clay to create designs from observations and imagination

• Join clay using hatching and a clay slip

• Carve patterns into clay

• Use relief patterns for texture

• Design, make, evaluate

• Weaving using different materials (natural and man-made)

• Begin to use a variety of techniques (weaving, sewing, fabric crayons)

• Design, make, evaluate

• Use a range of tools to add life-like texture to fruit models

• Explore different materials including safety and care (recycled, man-made, natural)

• Design, make, evaluate

Vocabulary Colour, tone, light, shadow, pattern, texture, position, size, shape

Primary colours, secondary colours, light, dark, shade, compliment

Print, repeating pattern, press print

Collage, shape, form, model, carve, hatch, clay slip, join

Plait, weave, natural, man-made, material

Construct, shape, form, model, texture

DT

Knowledge Cookery: Prepare a healthy balance meal… Rock buns or muffins with fruit garnish

D1- Produce detailed, labelled drawings based on design criteria D3- Think of ideas and plan what to do next, based on experience of working with materials/tools. E1- Investigate a range of existing products and talk about them E2- Explain how closely finished products meet their design criteria and say what they could do better in the future. M1- Use tools safely for cutting components. M2- Choose appropriate ingredients and suggest ways to use them to achieve a desired effect. M3- Work safely & hygienically in cooking activities. F2- Recognise the need for a variety of foods in a diet. F3- Explain where the food they eat comes from (refer to

Freestanding Structures: Castle with moving Drawbridge D1- Produce detailed, labelled drawings or models of products based on design criteria D2- Use ICT packages to create a labelled design or plan D3- Think of ideas and plan what to do next, based on experience of working with materials and components. D4- Compare and contrast great bridge/tower designs, explaining why a particular design is significant in engineering history. E1- Understanding of different mechanisms E2- Explain how closely finished products meet their design criteria and say what they could do better in the future. E3- Understanding of different designers (e.g. Isambard Brunel) M1- Use tools safely for cutting and joining M2 -Knowledge of material strength

Cookery: Prepare a healthy balance meal… Savoury biscuits or cheese straws with dip D1- Produce detailed, labelled drawings based on design criteria D3- Think of ideas and plan what to do next, based on experience of working with materials/ tools. E1- Investigate a range of existing products and talk about them E2- Explain how closely finished products meet their design criteria and say what they could do better in the future. M1- Use equipment safely for cutting components. M2- Choose appropriate ingredients and suggest ways of use them to achieve a desired effect. M3- Work safely & hygienically. F1- Cut, peel, grate and chop a range of ingredients to make dishes from other countries. F2- Recognise the need for a variety of foods in a diet.

Mechanisms: Train with wheels and axels D1- Produce detailed, labelled drawings or models of products based on design criteria D2- Use ICT packages to create a labelled design or plan D3- Think of ideas and plan what to do next, based on experience of working with materials and components. D4- Compare and contrast great designs, explaining why a particular design is significant in engineering history. M1- Use tools safely for cutting and joining materials and components. M2 -Knowledge of material strength M3- know how to cut and join safely E1 -Understanding of different mechanisms E2- Explain how closely finished products meet their design criteria and say what they could do better in the future. E3- Describe why a design, or a designer is important.

Cookery: Prepare a healthy /balance breakfast meal… D1- Produce detailed, labelled drawings based on design criteria D3- Think of ideas & plan what to do next, based on experience of working with materials/tools. E1- Investigate a range of existing products and talk about them. E2- Explain how closely finished products meet their design criteria and say what they could do better in the future. M1- Use tools safely M2- Choose appropriate materials and suggest ways of manipulating them to achieve a desired effect. M3- Work safely and hygienically. F1- Cut, peel, grate and chop a range of ingredients to make dishes from other countries. F2- Recognise the need for a variety of foods in a diet. F3- Explain where the food they eat comes from (refer to

countries, counties, animals and plants)

M3- know how to cut and join safely T2-cutting materials T3- joining and understanding of appropriateness of joining tools and links to materials. T4- Build simple structures & Understanding of language stiffer, stronger, more stable.

F3- Explain where the food they eat comes from (e.g. by referring to countries, counties, animals & plants

T2 -cutting materials T3- joining and understanding of appropriateness of joining tools and links to materials T4- Understanding of language stiffer, stronger, more stable. T4 Evaluate and improve structure using criteria. - T5 knowledge of different wheels.

countries, counties, animals and plants)

Skills *follow safety & hygiene rules *Follow a simple recipe supported by an adult and carry out instructions with a little support * Use measuring spoons & scales with adult help *Sift flour into bowl, rub in flour(with help), mix, stir & combine ingredients with increasing thoroughness & knead dough *With help, use hands to rub fat into flour, crack an egg & beat together using a fork *Spoon ingredients into different containers with increasing accuracy & minimal spillage

* follow procedures for safety *use a range of materials and components, including construction materials and kits, and mechanical components *measure, mark out, cut and shape materials and components • assemble, join and combine materials and components • use finishing techniques, including those from art and design

*follow safety/ hygiene rules *Follow a simple recipe supported by an adult & carry out instructions with a little support * Use measuring spoons scales & scales with adult help *Sift flour into bowl, rub in flour(with help), mix, stir & combine ingredients & knead dough *Cut out ingredients neatly with a cutter or table knife to cut dough into equal portions *Use bridge cut hold to cut soft food using a knife *Grate soft food with adult support

• follow procedures for safety • use a range of materials and components, including construction materials and kits, textiles, mechanical components • measure, mark out, cut and shape materials and components *assemble, join and combine materials and components * use finishing techniques, including those from art and design

* follow safety & hygiene rules *Follow a simple recipe supported by an adult and carry out instructions with a little support * use a range of tools * Use measuring spoons & measuring scales with adult help *Sift flour into bowl, mix, stir & combine ingredients & knead dough *Use bridge cut hold to cut soft food using a blunt knife * Understand how hot food is cooked safely by observing adults using the hob, oven, toaster and/or microwave *Prepare food for cooking eg. grease baking tins

Vocabulary mix, combine, cut, knead, rub in, mix, recipe

Drawbridge, stiffer, stronger, more stable. Names of resource eg. Glue types

mix, combine, cut, knead, rub in, recipe, roll out, equal portions

Wheels, axels, ‘stopper’, chassis , stiffer, stronger, more stable, balances, straight

chop, grate etc, Healthy, healthier, Safety vocabulary

RE

Knowledge Friendship Bible – good Samaritan, healing of paralysed man. The story of Mary & Martha. Giving to charity: Zakat in Islam and Christian charities. Visit from salvation army. Read stories of how people live their life in a Christian way: Mother Teresa, Dr Barnardo and a local Christian.

(different festival focus) Focus on Eid Four main parts of Christmas, Ramadan, Eid and charity. What are similarities & differences between each festival? Meaning of Jewish rituals during Sukkot.

Dogger Shirley Hughes draw a place where God/ Allah is – Allah is NEVER a person as Allah is too great for pictures. Prophet Muhammad PBUH hiding in cave & discovering Qu’ran. Whispering into a babies ear. Special place – a mosque, pictures & virtual tour, minaret, dome, prayer mat Mecca, washing, patterns prayer hat Leaders in your life and religion Moses and the red sea, Jesus calming the storm. or 1.3 Who is Jewish and what do they believe? Shabbat

Sacred and holy books – Christians and the Bible and the Qu’ran and Islam. How is the Qu’ran treated and has only one Arabic version, compared with how the Bible has many versions. Read act out a parable of sewer and the seed and the lost son. Jesus’s teachings e.g. love one another. The Old Testament - Story of David & Goliath OR Noah. Joseph and his dreams story.

Skills Re‐tell stories from the Bible and another faith. Identify two examples of religious believers caring for people. Reasoning: Give simple reasons why Jesus told the story of the Good Samaritan

Describe what happens & what is being celebrated at Eid‐ul Fitr. Describe what happens during Ramadan. Reasoning – think why people choose to fast at Ramadan. Comparing – identifying similarities and differences.

Talk about some simple ideas about Muslim beliefs about God, making links with some of the 99 Names of Allah. Re-tell a story about the life of the Prophet Muhammad. Recognise some objects used by Muslims and suggest why they are important (reasoning). Identify some ways Muslims mark Ramadan and celebrate Eid-ul-Fitr and how this might make them feel.

Reasoning: Why a holy book is considered to be ‘holy’. Re-tell/Act out stories from Holy Books e.g. David and Goliath. Give opinions and talk about issues of good and bad, right and wrong arising from the teachings from scared books. Understand & recognise that sacred texts contain stories which are special to many people and should be treated with respect.

Vocabulary Samaritan, Zakat, Moher Teresa, Dr. Barnado.

Ramadan, Eid, Sukkot God, Allah, Prophet, Muhammad, PBUH (Peace Be Upon Him), Ramadan, Eid-ul Fitr

Bible, Christian, Islam, Muslim, Qu’ran, Old Testament.

Computing

Knowledge Coding – 6 weeks (2Code)

To understand what an

algorithm is.

To compare different

object types.

To know what debugging is

and debug programs.

Online Safety – 2 weeks

To know how to refine

searches using the Search

tool.

To have some knowledge and

understanding about sharing

more globally on the

Internet.

To introduce Email as a

communication tool using

2Respond simulations.

To understand how we

should talk to others in an

online situation.

To understand that

information put online leaves

a digital footprint or trail.

Spreadsheets – 4 weeks

(2Calculate)

To know how to use a

variety of tools in

spreadsheets to perform

calculations and understand

what each tool is used for.

Questioning – 6 weeks (2

Question and 2

Investigate)

To learn about data handling

tools that can give more

information than

pictograms.

Effective Searching – 3

Weeks (Browser)

To understand the terminology

associated with searching.

To gain a better understanding

of searching on the Internet.

Creating Pictures – 3 weeks

(2Paint a Picture)

To learn the functions of the

2Paint a Picture tool.

To learn about and recreate

the Impressionist style of art

(Monet, Degas, Renoir).

To learn about the work of

Piet Mondrian and recreate

the style using the lines

template.

To learn about the work of

William Morris and recreate

the style using the patterns

template.

Creating Pictures (cont)

– 2 weeks (2Paint a

Picture)

(see previous column)

Presenting Ideas – 4

weeks

To explore how a story

can be presented in

different ways.

Making Music – 3 weeks

(2Sequence)

To make music digitally

using 2Sequence.

To think about how music

can be used to express

feelings and create tunes

which depict feelings.

Assessment for Learning

based intervention.

Skills Coding – 6 weeks

(2Code)

To design algorithms and

then code them.

To use the repeat

command.

To use the timer

command.

Online Safety – 2 weeks

To use digital technology

to share work on Purple

Mash to communicate

and connect with others

locally.

To open and send simple

online communications in

the form of email.

Spreadsheets – 4 weeks

(2Calculate)

To use 2Calculate image,

lock, move cell, speak and

count tools to make a

counting machine.

To learn how to copy and

paste in 2Calculate.

To use the totalling

tools.

To use a spreadsheet for

money calculations.

To use the 2Calculate

equals tool to check

calculations.

Questioning – 6 weeks

(2 Question and 2

Investigate)

To use yes/no questions

to separate information.

To construct a binary

tree to identify items.

To use 2Question (a

binary tree database) to

answer questions.

To use a database to

answer more complex

search questions.

To use the Search tool

to find information.

Effective Searching – 3

Weeks (Browser)

To create a leaflet to help

someone search for

information on the

Internet.

Creating Pictures – 3

weeks (2Paint a Picture)

To recreate the

Impressionist style of art

(Monet, Degas, Renoir).

To recreate Pointillist art

and look at the work of

pointillist artists such as

Seurat.

To learn about the work of

Piet Mondrian and recreate

the style using the lines

template.

To learn about the work of

William Morris and

recreate the style using

the patterns template.

Creating Pictures

(cont) – 2 weeks

(2Paint a Picture)

(see previous column)

Presenting Ideas – 4

weeks

To make a quiz about a

story or class topic.

To make a fact file on

a non-fiction topic.

To make a

presentation to the

class.

Making Music – 3 weeks

(2Sequence)

To explore, edit and

combine sounds using

2Sequence.

To edit and refine

composed music

To upload a sound from a

bank of sounds into the

Sounds section.

To record and upload

environmental sounds

into Purple Mash.

Assessment for

Learning based

intervention.

Key Vocabulary

Action, Algorithm, Bug,

Character, Code block, Code

design, Command,

Debug/Debugging, Design

Search, Display board,

Internet, Sharing, E-mail,

Attachment, Digital

footprint

Pictogram, Question, Data,

Collate, Binary tree, Avatar,

Database

Internet, Search, Search

Engine

Impressionism, Palette,

Pointillism, Share,

Surrealism, Template

BPM, Composition,

Digitally, Instrument,

Music, Sound effects

mode, Input, Object,

Properties, Repeat, Scale,

Timer, When clicked, When

key

Backspace key, Copy and

paste, Columns, Cells, Count

Tool, Delete key, Equals

tool, Image toolbox, Lock

tool, Move cell tool, Rows,

Speak tool, Spreadsheet

Impressionism, Palette,

Pointillism, Share, Surrealism,

Template

Concept map (mind map),

Node, Animated, Quiz,

Non-Fiction, Presentation,

Narrative, Audience

(sfx), Soundtrack, Tempo,

Volume

Music

Enquiry Title Y2 Is anybody out there? What makes our World great? How can we entertain you?

Knowledge

Active Music – Rhythm and Pulse Unit

Active Music – Pitch Unit

Active Music – Instrumental

Unit

Active Music – Singing Games unit

Catch up/overflow unit

Skills • To continue to learn and experience what is meant by a PULSE or a steady beat.

• To learn to keep a pulse through actions while singing a song and to follow a changing tempo.

• To learn about ostinatos.

• To listen with concentration and internalise and recall sounds with increasing aural memory.

• To compose and perform rhythm patterns in groups.

• To listen to each other and start and finish at the same time keeping to a steady pulse.

• To appraise and improve their work.

• To learn to internalise rhythms and phrases with increasing aural memory.

KS1 Christmas performance song

practice

• To keep a steady pulse and clap an accurate rhythm using the rhythm namesTa and Te-te.

• To learn a new pitch and solfa note and the hand sign – La.

• To listen with concentration and to internalise and recall sounds with increasing aural memory.

• To play tuned instruments to the rhythm and to the pulse.

• To show recognition of changes in pitch.

• To sing solos.

• To internalise and recall melodic phrases. To play tuned instruments to a steady pulse as an accompaniment to singing.

• To improvise instrumental patterns.

• To play tuned and un-tuned instruments to a steady pulse and an accurate rhythm to accompany singing.

• To internalise and play rhythm patterns.

• To play instruments as part of a group, attaching different rhythm symbols to different instrumental timbres.

• To perform and appraise.

• To hold one rhythm pattern while others are playing different patterns.

• To be part of a class composition. To compose 4-beat rhythm patterns, practise and

• To learn and take part in new singing games.

• To sing with a sense of the shape of the melody and with rhythmic accuracy.

• To follow cue word actions and move to a

• musical time frame. • To internalise and

clap rhythms while singing.

• To sing with a sense of shape of the melody and with rhythmic accuracy.

• To follow cue word actions and to jump to the rhythm of the words. To improvise movements to a steady pulse.

Catch up/overflow unit

• To transfer experience of rhythm and pulse on to percussion instruments.

• To work in groups.

• To listen to each other, start and finish at the same time and keep a steady pulse.

perform them on instruments.

• To appraise.

• To sing solos and in small groups with confidence.

• To move and dance to a musical time frame.

• To lead the class with solo singing.

• To walk, stamp and clap to a steady pulse while singing.

• Key Vocabulary Pulse, steady beat,

tempo, ostinato rhythm, appraise

Pulse. Rhythm, pitch, tuned, solo, melody patterns

Tuned, un-tuned, pulse, rhythm, timbre, 4 beat

Melody, rhythm, cue words, pulse, solo

PSHE

Enquiry Title Y2 Is anybody out there? What makes our World great? How can we entertain you?

Knowledge I understand the rights and responsibilities of being part of my school and class I understand how class rules will help me and others learn

I understand assumptions and stereotypes people make about boys and girls I understand that bullying is sometimes about difference I know ways to make new friends

I know who to talk to if I’m being bullied I know how to work in a group I know how to set a goal

I know what I need to keep my body healthy I understand how medicines work and how important it is to use them safely I know which groups to sort foods into

I understand that everyone’s family is different and most people value their family I can understand that there are lots of forms of physical contact w9thin families and understand which is acceptable and which is not I can identify conflict between friends I understand that sometimes it’s good to keep a secret and sometimes it’s not

I can recognise cycles of life in nature I understand there are changes out of my control I understand natural process of changing from young to old I can recognise physical differences between girls and boys and use correct names for parts of the body I can understand there are different types of touch

Skills I can recognise feelings of worry and ask for help I can help make my class a safe and fair space I can work co-operatively I can choose to follow the rules of my class and school

I can accept the similarities and differences between boys and girls I can tell you how somebody being bullied would feel and be kind to anyone being bullied I can identify when I should stand up for myself and others I will ask for help if I’m being bullied I know how it feels to have a friend and be a friend

I can choose a realistic goal I can persevere when tasks are difficult I can choose partners I can work well with I can share successes I can express how it feels to work as part of a group and explain how to work cooperatively

I can identify when I’m feeling stressed or weak I can motivate myself to make healthy life style choices I have healthy relationships with food and take care of my body I can identify when feelings are strong or weak

I can accept all families are different I know which types of physical contact I like and dislike and can express this I can demonstrate problem solving skills to resolve conflicts with my friends I can speak to someone I trust if I’m asked to keep a secret I shouldn’t I know how it feels to trust someone I can accept and express my appreciation for others

I can recognise how I feel about changes that are out of my control I can identify people who I respect who are older than me I feel proud about becoming more independent I can tell you what I like/dislike about being a boy/girl I can confidently say what I like/don’t like and can ask for help I can think about changes I will make when moving to year 3

Key Vocabulary

Rules, safe, rights, responsibilities

Kind, responsible, unique, difference, bullying, share

Achieve, goal, succeed, obstacles, challenge

Active, healthy, lifestyle, carbohydrates, proteins, fats, minerals, dairy, fruit, vegetables

Trust, appreciation, difference, physical touch, acceptance

Like, dislike, changes, body parts, control

MENTAL HEALTH: (Lesson to be

taught at end of each unit)

Afl: What will benefit your class? What are their needs? Address and support your class

Mental Health unit Lesson 1: We all have feelings

Afl: What will benefit your class? What are their needs? Address and support your class

Mental Health unit Lesson 2: Good and not so good feelings

Afl: What will benefit your class? What are their needs? Address and support your class

Mental Health unit Lesson 3: Big feelings

Curriculum Enhancements Year: 2

Is anybody out there?

What makes our world great? (Geog focus) (Local history focus)

How can we entertain you?

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Enquiry entry point

Explorer Dome- Letter from alien QPootle5

Great Fire of London burning Windsor Castle

Adult explorer dress-up entry point.

Train simulation day Circus skills workshop

Enquiry Exit point

Interview Neil Armstrong Building Castle Re-enactment dress up day

Explorer dress up day Build town with railway Circus performance to parents

Trips, visitors and workshops

Explorer Dome ‘Neil Armstrong’

Fire Service visit Windsor Castle

Walk of local area Steam trip Dance workshop lady in Circus skills

Curriculum Enhancements (Termly)

Wiltshire learning resources Space dress up box, Aspire, achieve, grow value Helping hands nominated No Pens day Harvest Black history

Wiltshire learning resources Castle models, Anti-bullying week Enterprise week Poetry day Christmas production Staff panto

Wiltshire learning resources Young voices

Wiltshire learning resources World Book Day Science day

International day Music roadshow Science Fayre International day Dress-up day Spelling bee International day Sports day and family picnic Summer fair

Curriculum Enhancements (On-going)

Class dojo – Helping hands – BLP – Relative readings & partner reading – Poetry Days – Charity events – Outdoor learning – BSL – No pens day – Peer massage – Values – Breakfast club & acorns – Parent workshops – Music lessons –Gardening –House competitions –Visitors –School pets – FORO –Access to technology – Clubs –Family learning events – Parent book looks –Outdoor equipment and outdoor areas –Golden mile –Pupil premium offers –Eco monitors –Kiss and Drop – Cyber mentors

Year 2

PE Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Units: Dance

Fire of London

Targets Games 3 Dance

Animals

Movement Skills 3 Athletics Striking and Fielding Games Skills

2

Knowledge: To perform, review and improve

performance

Develop a 32 count Fire of

London motif with whole group

choreography

Apply skills competently and

know what success is like in self

and others in a variety of

activities

To perform, review and improve

performance

Develop a 32 count Fire of

London motif with whole group

choreography

Apply basic skills competently in

a range of physical activities

(within a defined a space)

Accurately replicate techniques

of sporting events showing

anticipation and reaction speed

Show awareness of boundaries

and rules

Playing games using skills

learned

Skills: Use of travel, timing and levels

Using words as stimulus

Work in unison

Using one or two actions from a

motif to create a sequence

Using different levels and

pathways

Using props as stimulus

Evaluate performance to

improve

Throw ball underarm with either

hand with accuracy at a target

Kick, roll, punt, strike a ball with

a degree of accuracy

Use of travel, timing and levels

Using words as stimulus

Work in unison

Using one or two actions from a

motif to create a sequence

Using different levels and

pathways

Show use of levels in paired

performance

Individual, paired and whole

class routines

Emphasis on transitions

Using props as stimulus

Evaluate performance to

improve

Skipping with rope in a variety of

ways

Bounce ball and travel with

control

Receive a ball and trap it

Jump for height

Catch consistently

Jump and sand safely, cushioning

landing and maintaining balance

Coordinate a run with a jump

Throw for accuracy

Run within a lane and dip to

finish

Transfer relay batons

Jump with control and

timing/timing take-offs to clear

obstacle

Thrown in variety of ways and

for distance

Catch ball after bounce

Strike ball off of tee

Bowl overarm

Stop the ball as a wicket-keeper

Pick up ball one-handed, return

underarm

Strike ball to leg

Make barrier to stop ball struck

hard at you

Vocabulary: Feedback

Perform

Stimulus

Unison

Pathways/directions

Travelling

Motif

Punt

Kick

Roll

Strike

Overarm

Force

Target

Feedback

Perform

Stimulus

Unison

Pathways/directions

Travelling

Motif

Transition

Bounce

Space

Skip

Competently

Receive

Catch

Jump

Distance

Obstacle

Timing

Relay baton

Lane

Dip

Coordinate

Anticipation

Reaction

Tee

Bounce

Wicket-keeper

Bowl overarm

Barrier

Return underarm

Chase

Boundaries

Rules

Units: Invasion Games

Skills 2

Gymnastics

Pathways, Straight, Zipping &

Curving

Movement Skills 2 Gymnastics

Spinning, Turning & Twisting

Net & Wall

Games Skills 2

Short Tennis

Gymnastics

Stretching, Curling & Arching

Knowledge: Apply attacking and defending

within activities

Compete with spatial awareness

Performing a variety of moves on

floor and apparatus using a

variety of pathways

Apply basic skills competently in

a range of physical activities

Creating a sequence of

movements links with spins,

twists and turns which mirrors a

partner

Understanding interpretations of

rules and accepted decisions

given

Sending/receiving ball over net

using forehand and backhand

Perform a sequence with a clear

start and finish, involving curling,

stretching and arching

Skills: Catch a ball consistently after

one bounce

Catch a ball consistently on the

full

Track an opponent

Interceptions

Understand principles of

attacking and defending

Run quick to doge and beat an

opponent

Keeping possession of a ball

Gym moves in straight lines

Changing direction using

different types of turns

Sequence with zig-zag pathways

Gymnastic moves at different

levels

Demonstrate zig-zag within a

sequence of work

Perform with control and

adaptations to original work

Move with agility, balance and

coordination in a curved

pathway

Travel backwards and sideways

to perform a sequence

seamlessly using transitions

Move with good control

following visual and audio

instructions

Travel backwards safely

Balance on one leg

Jump in a variety of ways

Dodge and move safely with

awareness of others

Volley and punt

Self-motivate to show self-

confidence

Spin on different patches

Devise a sequence of balances

and spins

Perform a twist and then a roll

Change pathways after each roll

by spinning

Twist in flight

Change point of contact in

balances, leading into next

balance by twisting

Twist during inversion

Use apparatus to counter-

balance

Pairs to counter-balance

Work efficiently in

synchronisation

Strike and volley ball with

accuracy

Keep rally against a wall with a

partner

Develop good grip, stance and

control for short tennis

Travel forwards, backwards and

sideways in curled position

Curled position in-flight

Support body weight on different

parts whilst in a curved position

Stretch in a balance

Arches on front and back

Stretching to make longest

possible shape whilst in flight

Stretch and curl within the same

action

Create sequence with seamless

transitions

Stretch whilst taking weight on

hands

Stretch and curl whilst taking

weight at high levels and

inversion

Use apparatus to stretch, curl

and hold a bridge

Making front and back supports

Travelling into and out of

supports

Vocabulary: Possession

Opponent

Track

Interception

Dodge

Principles

Consistently

Spatial awareness

Transitions

Seamless

Sequence

Adaptions

Curved motions

Agility

Balance

Coordination

Visual/audio

Dodge

Balance

Volley/punt

Awareness

Control

Synchronisation

Apparatus

Counter-balance

Inversion

Twists/turns

In-flight

Forehand

Backhand

Stance

Grip

Strike

Volley

Accuracy

Stretch

Curl

Bridge

Inversion

Transition

Apparatus

Supports

Arches

Balance